An Interpretive Analysis of Teacher Expectations in Early Childhood Education [microform] / Genevieve Hunter Arnold.
The purpose of this study was to broaden the existing field of teacher expectation research by answering the following questions about teacher expectations: (1) How do teachers in early childhood education develop expectations for student success and failure within the classroom social system? (2) W...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1985.
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| 100 | 1 | |a Arnold, Genevieve Hunter. | |
| 245 | 1 | 3 | |a An Interpretive Analysis of Teacher Expectations in Early Childhood Education |h [microform] / |c Genevieve Hunter Arnold. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 17 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Document Number: ED266877. | ||
| 520 | |a The purpose of this study was to broaden the existing field of teacher expectation research by answering the following questions about teacher expectations: (1) How do teachers in early childhood education develop expectations for student success and failure within the classroom social system? (2) What are the stereotypes of the "good" and "bad" student? (3) How are these expectations and stereotypes reflected in the daily life of young children? and (4) How do teacher expectations for the model or ideal student affect the development and implementation of the basic curriculum? Investigators observed the phenomenon of teacher expectations in kindergarten and first grade classes, interviewed teachers, and conducted group interviews with the students. They concluded that (1) the formation and maintenance of teacher expectations were influenced significantly by (a) personal and past history of teachers and students, (b) traditional role descriptions of teachers, students, and the curriculum, and (c) society and individual needs; (2) the stereotypes of the "good" and "bad" student were strongly related to teacher expectations for the model student; (3) teacher expectations strongly influenced the daily activities of young children in the classroom; and (4) the teacher's ideal student profile and the curriculum influenced and shaped each other. Recommendations include directions for future research and the identification of a personal conceptual framework for curriculum development. Appendices include methodology and questions used in teacher and student interviews. (DST) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Academic Achievement. |2 ericd |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd |
| 650 | 1 | 7 | |a Curriculum Development. |2 ericd |
| 650 | 1 | 7 | |a Early Childhood Education. |2 ericd |
| 650 | 0 | 7 | |a Grade 1. |2 ericd |
| 650 | 0 | 7 | |a Kindergarten. |2 ericd |
| 650 | 1 | 7 | |a Stereotypes. |2 ericd |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd |
| 650 | 1 | 7 | |a Teacher Student Relationship. |2 ericd |
| 650 | 1 | 7 | |a Young Children. |2 ericd |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED266877 |h Other scheme |i microfiche |n 1 |